• Asia pacific journal of information systems
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• v.10 no.1
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• pp.1-18
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• 2000

One stream of the GDSS(Group Decision Support System) research is to investigate how GDSS affects decision performances of small groups according to task types, support features, meeting facilitation modes and meeting environments. But little study has investigated the effects of group member characteristics on group decision processes and outcomes depending upon whether GDSS is provided or not. To date, most GDSS studies have not controlled group member characteristics(e,g. personality, sex, decision style) in laboratory experiments. However, this study included the decision styles of group members as an independent variable. Therefore, this study investigated how differently members of two different decision styles perceive the use of GDSS in small group meetings through lab experiments. The two decision styles are feeling(F) style and thinking(T) style. We found that the effect of GDSS is a function of individual's decision style only in the communication thoroughness variable. The decision style is a statistically significant factor that can mediate the effects of the group support technology on the perceived communication thoroughness. Specifically, the GDSS is positively related to participants' perception about satisfaction on decision process, goal achievement, communication thoroughness, degree of influence-outward and effort for achieving meeting goals.

• Lingua Humanitatis
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• v.1 no.1
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• pp.13-31
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• 2001

This essay seeks new possibilities in experimental thinking and to find ways in which philosophy can aid humanistic imagination. In emphasizing logical precision, philosophy has so far ignored the role of imagination in philosophical logic and limited itself to deductive logic. Despite the obvious fact that no degree of logical precision can fully account for, nor provide complete expression for, the vast range of human thought, other modes of thinking have suffered in the shadow of deductive logic. But these non-deductive models of thinking can in many cases better explain the emotive, aesthetic logic of the humanities. The kinds of models (deductive and non-deductive) in humanistic thinking include dialectic, abductive, analogic, pragmatic, inductive, and deductive logic. Each mode of logical thinking may be assigned a color that represents its emotive characteristics: red for dialectics (opposition): blue for abduction (transcendence); yellow for analogy (flexibility); green for pragmatics (peace); violet/purple for induction (fantasy); and finally orange for deduction (trust). And each mode can also be keyed to major areas in humanistic thought, making up the following connections: dialectic-red-history; abduction-blue-literature; analogy-yellow-philosophy ; pragmatics-green-religion ; induction-violet/purple-arts; and deduction-orange-science. These connections serve to illustrate the interrelationship between emotion and intelligence, leading us toward considerations of emotional intelligence and intelligent emotion. The former is increasingly gaining attention, as the effect of 'mood space' on intelligence is being scrutinized. That the rate of suicide among mathematicians is very high points to the need for careful study of the reverse relationship between emotion and intelligence, intelligent emotion. The need for the latter is all the more pressing, as the emergence of new technology is allowing, even forcing, us more and more to experience the world intellectually (i.e., sans emotive experience) through a new virtual space called cyberspace.

• Science of Emotion and Sensibility
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• v.9 no.4
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• pp.367-375
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• 2006

The present study applied cognitive continuum theory to university environment in order to demonstrate that students' cognitive modes move along the continuum to be adaptive to the certain situation. This study also compared students' cognitive modes and the generally required modes in the university. The results showed that the students used corresponding cognitive modes to each subject even though they had different cognitive styles in general. It means that the students are adaptive to various tasks. And, the comparisons of the students' cognitive modes with the require4 modes in the university showed that the university tended to induce the students to use analytical cognitive modes. Therefore, the university faculty should be aware that they usually induce the analytical modes, and that they need to use various kinds of cognitive modes in order for the students to have adaptability and flexibility. However, the study did not demonstrate that the students would perform better when they fitted their cognitive modes into each subject.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.23-30
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• 1991

The purpose of this study is to investigate the interrelationships on integrated science process skills and Piagetian cognitive modes for high school students according to the different cognitive reasoning levels. About 509 high school students were randomly selected for the samples of this study. They were identified as concrete, transitional and formal operational stage with the scores of GALT(Group Assessment of Logical Thinking) developed by Roadrangka, Yeaney and Padilla(1982), and TIPS II(Test of Integrated Process Skills) developed by Burns, Wise and Okey(1983). The result of this study were showed that about 11.8% of the samples were in the concrete operational stage and about 24.4% of the samples were in the transitional stage, while about 63.8% of them were in the formal operational stage. It was also found that the achivement scores of the science process skills increase in accordance with the cognitive reasoning levels. The value of the correlation coefficient between science process skills and cognitive reasoning abilities was 0.49, which was significant at the 0.05 level. This finding seems to support previous research that the student's cognitive reasoning abilities appeared to have influenced student's scores of the science process skills No differences to the logical reasoning ability between male and female students according to each cognitive level were found except formal operational stage.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.171-194
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• 2005

The essay attempts at a critical reading of Thomas Hardy's The Mayor of Casterbridge (1886) in terms of character and socio-cultural change. Juxtaposing the story of Michael Henchard's career with the social and economic changes in the agricultural town, it attempts to elaborate on the complex ways in which Hardy relates the old modes of life and thinking to the material culture. Though the novel is centered on the story of Henchard, the Henchard-Farfrae clash represents the conflict of "old" and "new" modes of socio-economic organization and consciousness. The story of the rustic man of character struggling with his contradictory traits of strong will-power and emotional collapse suggests that Hardy's literary representation of the rural community and the rustic protagonist is deeply rooted in historical reality. However, while there is the interlocking of the changes in personal fate and social change, the representation is a "reinvented" literary construction with complex mediation. Despite the narrator's emphasis on Henchard's immutability, peculiarity, and resilience, his character is, in a complex, mediated way, shaped by the material conditions of English rural community in the late 19th century. The mediating role of Elizabeth-Jane as a narrative resolution embodies Hardy's ambivalent historical position concerning the period undergoing change and conflict.

• School Mathematics
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• v.4 no.1
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• pp.63-78
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• 2002

This research's purpose is to investigate follows. 1. How do middle school teachers recognize the mathematical communication globally? 2. If we classify the modes of mathematical communication as written, spoken, graphic and active ones, how much do teachers use them and how do the students' communication ability come as teachers judge? 3. What are teachers' thinking, the present condition and the future indication for the application of mathematical communication with computer? 4. Do teachers evaluate their students' communication ability? If then, what is the assessment rubric of student's communication ability? The results are analyzed by frequency analysis including percentile and free writings are arranged by similar responses. The result of this study is that global recognition for mathematical communication, current state for students' concrete performance of mathematical communication, and assessment of mathematical communication & proposals are very lacking.

• Korean System Dynamics Review
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• v.11 no.1
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• pp.103-131
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• 2010

This paper aims to investigate a dynamic mechanism underlying the process of knowledge creation and growth with a focus on the 'knowledge-friendly culture' conceptually coined by Davenport and Prusak in 2000. To achieve this objective, key attributes of knowledge are first identified by exploring the generic characteristics and information and interpreting the definitions of knowledge, from which four modes of knowledge growth (Socialization, Externalization, Combination, Internalization) are delineated into a dynamic SECI model by identifying cultural attributes underlying each mode and modeling their casual relationships based on the systems thinking. Further, a series of sensitivity analysis through computer simulation were made to find how 'knowledge-friendly' cultural factors affect the knowledge growth. It is found that individual knowledge is most influenced by organization's cohesion whereas organizational knowledge is most affected by the openness of organization.

• Wind and Structures
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• v.6 no.6
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• pp.437-450
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• 2003

In this paper, the structural random response due to the turbulent boundary layer excitation is investigated. Using the mode shapes and natural frequencies of an undamped structural operator, a fully analytical model has been assembled. The auto and cross-spectral densities of kinematic quantities are so determined through exact analytical expansions. In order to reduce the computational costs associated with the needed number of modes, it has been tested an innovative methodology based on a scaling procedure. In fact, by using a reduced spatial domain and defining accordingly an augmented artificial damping, it is possible to get the same energy response with reduced computational costs. The item to be checked was the power spectral density of the displacement response for a flexural simply supported beam; the very simple structure was selected just to highlight the main characteristics of the technique. In principle, it can be applied successfully to any quantity derived from the modal operators. The criterion and the rule of scaling the domain are also presented, investigated and discussed. The obtained results are encouraging and they allow thinking successfully to the definition of procedure that could represent a bridge between modal and energy methods.

• The Research Journal of the Costume Culture
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• v.23 no.1
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• pp.145-160
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• 2015

The purpose of this study is to review the concept and thinking structure of deconstruction theoretically and thereupon, analyze the visual beauty and wearable comfort of the clothing and further, discuss the aesthetic characteristics and values of the decentering phenomenon in the 21st century fashion. Deconstruction provides for an cognitive framework whereby we could comprehensively review the difficult-to-understand and imprudent creativity unravelling in the name of the post-modernism as well as the ambiguous visual beauty and wearable comfort of our contemporary fashion. In particular, deconstruction refuses such concepts involving the relationship between the conventional clothing and its components as order, symmetry, balance, harmony, perfection and simplicity and instead, attaches some sense of value to such relatively inferior concepts as disorder, asymmetry, unbalance, disharmony, imperfection and complexity, and thus, reflects them in the modes of aesthetic representations to create new aesthetics and expand the expressive potential.

• Journal of the Korean Society of Clothing and Textiles
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• v.45 no.2
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• pp.317-334
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• 2021

This study aims to examine the expressive characteristics and meanings of modern in contemporary fashion, especially focusing on Vogue and The New York Times. First, modern signified originality born out of borderless fusion and compromise. It was also expressed to signify diversity and tolerance not bounded by conventions, TPO, areas, ethnic groups, seasons, or gender. Second, modern meant functionality encompassing the comfort of body and mind. It was used to refer to convenient mobility and activity fit for the lifestyle of busy modern people. Third, lightness and naturalness were used as new meanings of beauty in modern fashion. In the fashion of the twenty-first century, the principal meaning of modern was lightness, which was sought after in everything including materials, modes of wearing, and ways of thinking. Finally, modern fashion was expressed as a democratic tool for social reform and used in the meaning of enlightenment to benefit society as well as oneself. The results of this study indicate that constant changes in trends, lifestyles, and psychology of contemporary society have the potential to give new meaning to the concept and the use of the term modern.